"Gluck, Mercado and Myers’s Learning and Memory is the first textbook developed from its inception to reflect the convergence of brain studies and behavioral approaches in modern learning and memory research incorporating findings both in animals and humans. Each chapter integrates coverage of both human memory and animal learning, with separate sections specifically devoted to behavioral processes, brain systems, and clinical perspectives", writesBarnes & Noble

The real-life examples will be helpful for students.

Pub. Date: January 2013

About the AuthorsMark A. Gluck is a Professor of Neuroscience at Rutgers University–Newark, co-director of the Memory Disorders Project at Rutgers–Newark, and publisher of the project’s public health newsletter, Memory Loss and the Brain. His research focuses on the neural bases of learning and memory, and the consequences of memory loss due to aging, trauma, and disease. He is co-author of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001). In 1996, he was awarded an NSF Presidential Early Career Award for Scientists and Engineers by President Bill Clinton. That same year, he received the American Psychological Association (APA) Distinguish Scientific Award for Early Career Contribution to Psychology.

Eduardo Mercado is an Assistant Professor of Psychology at University at Buffalo, The State University of New York. His research focuses on how different brain systems interact to develop representations of experienced events, and how these representations change over time. Dr. Mercado currently uses techniques from experimental psychology, computational neuroscience, electrical engineering, and behavioral neuroscience to explore questions about auditory learning and memory in rodents, cetaceans, and humans.

Catherine E. Myers is a Research Professor of Psychology at Rutgers University–Newark, co-director of the Memory Disorders Project at Rutgers–Newark, and Editor-in-Chief of the project’s public health newsletter, Memory Loss and the Brain. Her research includes both computational neuroscience and experimental psychology, and focuses on human memory, specifically on memory impairments following damage to the hippocampus and associated brain structures. She is co-author of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001) and author of Delay Learning in Artificial Neural Networks (Chapman and Hall, 1992).

"Gluck, Mercado and Myers’s Learning and Memory is the first textbook developed from its inception to reflect the convergence of brain studies and behavioral approaches in modern learning and memory research incorporating findings both in animals and humans. Each chapter integrates coverage of both human memory and animal learning, with separate sections specifically devoted to behavioral processes, brain systems, and clinical perspectives", writesBarnes & Noble

The real-life examples will be helpful for students.

Pub. Date: January 2013

About the AuthorsMark A. Gluck is a Professor of Neuroscience at Rutgers University–Newark, co-director of the Memory Disorders Project at Rutgers–Newark, and publisher of the project’s public health newsletter, Memory Loss and the Brain. His research focuses on the neural bases of learning and memory, and the consequences of memory loss due to aging, trauma, and disease. He is co-author of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001). In 1996, he was awarded an NSF Presidential Early Career Award for Scientists and Engineers by President Bill Clinton. That same year, he received the American Psychological Association (APA) Distinguish Scientific Award for Early Career Contribution to Psychology.

Eduardo Mercado is an Assistant Professor of Psychology at University at Buffalo, The State University of New York. His research focuses on how different brain systems interact to develop representations of experienced events, and how these representations change over time. Dr. Mercado currently uses techniques from experimental psychology, computational neuroscience, electrical engineering, and behavioral neuroscience to explore questions about auditory learning and memory in rodents, cetaceans, and humans.

Catherine E. Myers is a Research Professor of Psychology at Rutgers University–Newark, co-director of the Memory Disorders Project at Rutgers–Newark, and Editor-in-Chief of the project’s public health newsletter, Memory Loss and the Brain. Her research includes both computational neuroscience and experimental psychology, and focuses on human memory, specifically on memory impairments following damage to the hippocampus and associated brain structures. She is co-author of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, 2001) and author of Delay Learning in Artificial Neural Networks (Chapman and Hall, 1992).

Sunday, April 28, 2013

When Writing with Technology Mattersshows how to take advantage of students' affinity for technology to change and improve the writing process. Includes detailed descriptions of elementary and middle school literacy projects that teachers can follow step-by-step or use as a guide when planning their own technology-based projects.

"Students today have been plugged in for their entire lives. They don't remember a time before Facebook, blogs, texting, and websites, and they have experienced a range of digital tools including laptops, smartphones, and tablets...The authors show teachers how to create a classroom environment that allows students to become invested in writing and provide detailed descriptions of elementary and middle school literacy projects that teachers can follow step-by-step or use as a guide when planning their own technology-based projects. This book demonstrates how to take advantage of the digital generation's affinity for technology in order to change and improve the writing process, empowering students to become better, more nuanced readers, writers, and thinkers who are well prepared for the challenges of a digital world. ". writes Stenhouse Publishers.

About Carol Bedard

For the past thirty-five years, Carol Bedard has worked in the field of education as a music therapist, a classroom teacher, a university professor, and an educational administrator. She is currently the director of literacy for the Houston Independent School District.

About Charles FuhrkenGrowing up in a small town in Texas, Charles knew early on that he wanted a career in education. When his parents bought him a monstrous chalkboard one year, he officially opened a school in his bedroomRead more...

When
Writing with Technology Mattersshows how to take advantage of students' affinity for
technology to change and improve the writing process. Includes detailed
descriptions of elementary and middle school literacy projects that teachers can
follow step-by-step or use as a guide when planning their own technology-based
projects.

"Students today have been plugged in for their entire lives. They don't
remember a time before Facebook, blogs, texting, and websites, and they
have experienced a range of digital tools including laptops,
smartphones, and tablets...The authors show teachers how to create a classroom environment that
allows students to become invested in writing and provide detailed
descriptions of elementary and middle school literacy projects that
teachers can follow step-by-step or use as a guide when planning their
own technology-based projects. This book demonstrates how to take
advantage of the digital generation's affinity for technology in order
to change and improve the writing process, empowering students to become
better, more nuanced readers, writers, and thinkers who are well
prepared for the challenges of a digital world. ". writes Stenhouse Publishers.

About Carol Bedard

For
the past thirty-five years, Carol Bedard has worked in the field of
education as a music therapist, a classroom teacher, a university
professor, and an educational administrator. She is currently the
director of literacy for the Houston Independent School District.

About Charles FuhrkenGrowing
up in a small town in Texas, Charles knew early on that he wanted a
career in education. When his parents bought him a monstrous chalkboard
one year, he officially opened a school in his bedroomRead more...

Intelligent Adaptive Learning™ Pre-K to Grade 5 Math aligned to the Common Core empowers students to master key concepts and increase achievement.DreamBox pairs a CCSS-based math curriculum with an Intelligent Adaptive Learning Engine™ that adjusts to the needs of all students. Request an Online Demo

Intelligent Adaptive Learning™ Pre-K to Grade 5 Math aligned to the Common Core
empowers students to master key concepts and increase achievement.DreamBox
pairs a CCSS-based math curriculum with an Intelligent Adaptive Learning
Engine™ that adjusts to the needs of all students. Request an Online Demo

Saturday, April 27, 2013

Zaid Ali Alsagoff is the e-Learning Manager and Fellow of IMU Centre for Education. He has more than ten years’ hands-on experience with implementing e-learning in higher education.He has done research in several key e-learning areas, including social media, web 2.0, open educational resources (OER), educational gaming, role-play simulation, virtual classrooms, learning (content) management systems, e-learning standards, instructional design and courseware development. He has also been a practitioner and promoter of Open Educational Resources (OER) since 2005.According to one survey, he was ranked among the ‘Top Ten’ most influential people (2012) in the corporate e-learning sector in the Asia-Pacific. He is most known worldwide among learning professionals and educators for his learning adventure (blog) known as ‘ZaidLearn’.

Zaid Ali Alsagoff is the e-Learning Manager and Fellow of IMU Centre for
Education. He has more than ten years’ hands-on experience with
implementing e-learning in higher education.He has done research in
several key e-learning areas, including social media, web 2.0, open
educational resources (OER), educational gaming, role-play simulation,
virtual classrooms, learning (content) management systems, e-learning
standards, instructional design and courseware development. He has also
been a practitioner and promoter of Open Educational Resources (OER)
since 2005.According to one survey,
he was ranked among the ‘Top Ten’ most influential people (2012) in the
corporate e-learning sector in the Asia-Pacific. He is most known
worldwide among learning professionals and educators for his learning
adventure (blog) known as ‘ZaidLearn’.

Just look at these interesting articles, appears in the Australasian Journal of Educational Technology (AJET), Volume 29, Number 1, 2013.

"This issue contains a range of articles addressing some of the most important contemporary issues in educational technology research, including technology supported learning design in higher education, teacher knowledge and ICT capacity development, the use of laptops and mobile devices in schools, and comparisons of learning outcomes achieved with and without technology".Design of a blended learning environment: Considerations and implementation issuesBy Nuray Gedik, Ercan Kiraz and M. Yasar Ozden Abstract This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a design-based research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and implementation processes of a blended course. The results reveal that the design considerations centred on the pedagogical approach, course organization, materials preparation, interactions, and the instructor's and students' roles. The affordances of the implementation included the arousal of the students' interest and participation, flexibility, time conservation, the ability to track student progress, and the improvement of interaction, collaboration, and communication opportunities. The challenges were increased workload, course and time management, overlaps, and the creation of harmony between the face-to-face and online environments. The overall results show that the critical issues involved context, the pedagogical framework, instructor competency, and technical issues in the blended course design.Read more... Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools By Mark Pegrum, Grace Oakley and Robert Faulkner

Abstract

This paper reports on the adoption of mobile handheld technologies in ten Western Australian independent schools, based on interviews with staff conducted in 2011. iPads were the most popular device, followed by iPod Touches and iPhones. Class sets were common at lower levels, with 1:1 models becoming increasingly common at higher levels. Mobile learning, or m-learning, was still at an experimental stage in most schools, but common themes were already emerging around the need to integrate mobile devices into a broader learning ecology. Key discussions focused on their role in promoting consumption or production, collaboration or personalisation, and creating seamless learning spaces. Used for both organisational and pedagogical purposes, mobile devices were seen as enhancing student motivation, with empirical evidence of improved student learning also emerging in small-scale studies conducted by two schools. Challenges included the need to carefully manage the technology, ethical issues in its use, and staff roles in its deployment. Pedagogically grounded and adequately contextualised professional development (PD) was seen as vital for time-poor staff, while a desire to set up a professional community of practice was widely expressed. All the schools surveyed planned to extend their use of mobile handheld technologies in the future.Read more...Visit thewebsiteto review articles and items of interest.Source: Australasian Journal of Educational Technology

Just look at these interesting articles, appears in the Australasian Journal of Educational Technology (AJET), Volume 29, Number 1, 2013.

"This issue contains a range of articles addressing some of the most
important contemporary issues in educational technology research,
including technology supported learning design in higher education,
teacher knowledge and ICT capacity development, the use of laptops and
mobile devices in schools, and comparisons of learning outcomes achieved
with and without technology".Design of a blended learning environment: Considerations and implementation issuesBy Nuray Gedik, Ercan Kiraz and M. Yasar Ozden
Abstract
This study identified critical issues in the design of a
blended learning environment by examining basic design considerations
and implementation issues. Following a design-based research approach
with the phenomenological tradition of qualitative research, the study
investigated instructor experiences relating to the design, development,
and implementation processes of a blended course. The results reveal
that the design considerations centred on the pedagogical approach,
course organization, materials preparation, interactions, and the
instructor's and students' roles. The affordances of the implementation
included the arousal of the students' interest and participation,
flexibility, time conservation, the ability to track student progress,
and the improvement of interaction, collaboration, and communication
opportunities. The challenges were increased workload, course and time
management, overlaps, and the creation of harmony between the
face-to-face and online environments. The overall results show that the
critical issues involved context, the pedagogical framework, instructor
competency, and technical issues in the blended course design.Read more... Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools By Mark Pegrum, Grace Oakley and Robert Faulkner

Abstract

This paper reports on the adoption of mobile handheld
technologies in ten Western Australian independent schools, based on
interviews with staff conducted in 2011. iPads were the most popular
device, followed by iPod Touches and iPhones. Class sets were common at
lower levels, with 1:1 models becoming increasingly common at higher
levels. Mobile learning, or m-learning, was still at an experimental
stage in most schools, but common themes were already emerging around
the need to integrate mobile devices into a broader learning ecology.
Key discussions focused on their role in promoting consumption or
production, collaboration or personalisation, and creating seamless
learning spaces. Used for both organisational and pedagogical purposes,
mobile devices were seen as enhancing student motivation, with empirical
evidence of improved student learning also emerging in small-scale
studies conducted by two schools. Challenges included the need to
carefully manage the technology, ethical issues in its use, and staff
roles in its deployment. Pedagogically grounded and adequately
contextualised professional development (PD) was seen as vital for
time-poor staff, while a desire to set up a professional community of
practice was widely expressed. All the schools surveyed planned to
extend their use of mobile handheld technologies in the future.Read more...Visit thewebsiteto review articles and items of interest.Source: Australasian Journal of Educational Technology

Take a look at these interesting articles, appears in the Asian Journal of Distance Education.

KAWACHI & SHARMA writes,"In this Issue we present a group of papers describing how face-to-face teaching is now used in open and distance educaton. The phenomenon of not lettinggo of thiselement has several reasons for its continued role in distance education. Someof these reasons are to do with teaching andassessment, and one other may be related tothe need forstudent online socia presence".

The Leadership Role for Turkey in Regional Distance Education By Ugur DEMIRAYAnadolu University, Turkeyudemiray@anadolu.edu.tr

Abstract

This Paper reportsthe distance education practices in Turkey, and then examinesand discusses the role of leadership which should be undertaken by Turkey in the regions of Eastern Europe, Scandinavia, Baltic, Turkic, Caucasian, theMiddle East and northern Africa. International distance education organizations in the world are not well organized and functional in this area, nor arethe regional distance education institutions in the name ofeducational institutionalism. To fill this gap, it is argued here that Turkey take a leadership role in the distance education field in this region and there by organize the practices of the regional countries for their mutual co-prosperity and benefits.

The structure of the potential distance education organization and the regulations of the organization is discussed in more detail based on this argument and available freely online at http://www.midasebook.com.

The suggestedname for this regional group is ICDEEEWA (International Council for Distance Education forEastern Europe and West Asia). A draft of the constitution of the recommended association is presented and discussed at http://www.midasebook.com.Read more...

Take a look at these interesting articles, appears in the Asian Journal of Distance Education.

KAWACHI & SHARMA writes,"In this Issue we present a group of papers describing how face-to-face teaching is now used in open and distance educaton.
The phenomenon of not lettinggo of thiselement has several reasons for its continued role in distance education. Someof these reasons are to do with teaching andassessment, and one other may be related tothe need forstudent online socia presence".

The Leadership Role for Turkey in Regional Distance Education By Ugur DEMIRAYAnadolu University, Turkeyudemiray@anadolu.edu.tr

Abstract

This Paper reportsthe distance education practices in Turkey, and then examinesand discusses the role of leadership which should be undertaken by Turkey in the regions of Eastern Europe, Scandinavia, Baltic, Turkic, Caucasian, theMiddle East and northern Africa. International distance education organizations in the world are not well organized and functional in this area, nor arethe regional distance education institutions in the name ofeducational institutionalism.
To fill this gap, it is argued here that Turkey take a leadership role in the distance education field in this region and there by organize the practices of the regional countries for their mutual co-prosperity and benefits.

The structure of the potential distance education organization and the regulations of the organization is discussed in more detail based on this argument and available freely online at http://www.midasebook.com.

The suggestedname for this regional group is ICDEEEWA (International Council for Distance Education forEastern Europe and West Asia). A draft of the constitution of the recommended association is presented and discussed at http://www.midasebook.com.Read more...

The first few moments of any presentation are when your audience decides whether they are going to listen to you or not. You must be authentic, confident and compelling if you want them to find you – and your presentation – credible.

Join Matt Abrahams, educator and coach at Stanford University, as he draws upon scholarly research to analyse credibility and reveal just what it takes to be taken seriously when presenting.

The first few moments of any presentation are when your audience decides whether
they are going to listen to you or not. You must be authentic, confident and
compelling if you want them to find you – and your presentation –
credible.

Join Matt Abrahams, educator and coach at Stanford University,
as he draws upon scholarly research to analyse credibility and reveal just what
it takes to be taken seriously when presenting.

Last year we presented “New: 10 of the best Apple apps for education in 2012,” which highlighted some of the best apps for iPhones and iPods. However, with new upgrades in touch technology, and the emphasis on Common Core State Standards and school reform in general, we’ve come up with a new list of the best Apple- and Android-based education apps for 2013.

For every app we’ve listed, we’ve included a brief description, device compatibility, suggested use, features, price, and a link to a more in-depth summary with an option to purchase on iTunes or Google Play.Read more... Source: eSchool News

Last year we presented “New: 10 of the best Apple apps for education in 2012,”
which highlighted some of the best apps for iPhones and iPods. However,
with new upgrades in touch technology, and the emphasis on Common Core
State Standards and school reform in general, we’ve come up with a new
list of the best Apple- and Android-based education apps for 2013.

For every app we’ve listed, we’ve included a brief description, device
compatibility, suggested use, features, price, and a link to a more
in-depth summary with an option to purchase on iTunes or Google Play.Read more... Source: eSchool News

eSchool News writes today: "Many aspiring crafters and cooking fanatics are familiar with Pinterest, a social media site set up like a virtual bulletin board in which users “pin” favorite home décor, cooking, and craft ideas".

But now education is hopping on the Pinterest bandwagon, as teachers and administrators are quickly discovering that the site is replete with resources for students of all ages and abilities.

Users may sign up for a Pinterest account using an eMail address, and create boards for different topics. They can search for specific ideas, or “pins,” or browse through popular pins and filter by subject. Pinterest is public, and users can follow other pinners much like they would on Twitter.

Educators and school districts are using Pinterest in the classroom in a number of ways:

Lisa Johnson, a popular educational pinner, pins about ed-tech and useful apps

Contact me

About Me

Hello, my name is Helge Scherlund and I am the Education Editor and Online Educator of this personal weblog and the founder of eLearning • Computer-Mediated Communication Center.
I have an education in the teaching adults and adult learning from Roskilde University, with Computer-Mediated Communication (CMC) and Human Resource Development (HRD) as specially studied subjects. I am the author of several articles and publications about the use of decision support tools, e-learning and computer-mediated communication. I am a member of The Danish Mathematical Society (DMF), The Danish Society for Theoretical Statistics (DSTS) and an individual member of the European Mathematical Society (EMS). Note: Comments published here are purely my own and do not reflect those of my current or future employers or other organizations.